scholarly journals Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI:TAC

2020 ◽  
Vol 9 ◽  
pp. 216495612096473
Author(s):  
Rebecca S Crane ◽  
Frederick M Hecht ◽  
Judson Brewer ◽  
Gemma M Griffith ◽  
Wendy Hartogensis ◽  
...  
Keyword(s):  
Interrater Reliability ◽  
Early Stage ◽  
Benchmark Assessments ◽  
Program Integrity ◽  
Training Methodology ◽  
Teaching Assessment ◽  
Teaching Competence ◽  
Training Research ◽  
Individual Domain ◽  
And Training

Background The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a widely used tool for assessing fidelity in mindfulness-based program (MBP) research and training. It also supports MBP teacher reflective and skill development. MBI:TAC assessors review MBP teaching and rate the teaching on 6 domains. The MBI:TAC yields individual domain and overall scores, using 6 levels of competence. Although the MBI:TAC is widely used in MBP research and training, research is at an early stage. Objective We developed and tested a method of training MBI:TAC assessors to use the tool reliably and examined interrater reliability of the tool. Methods A total of 31 international senior MBP teachers were recruited to join an online training to build their skills in using the MBI:TAC. The training systematically and iteratively built familiarity and skills in assessing the 6 MBI:TAC domains. Qualitative and quantitative data on trainee’s experience of the training were gathered. Interrater reliability in using the tool was tested each week of the training. At the end of the training, interrater reliability was tested by asking trainees to individually assess videos that they had not previously seen. Their ratings were compared to benchmark assessments, which had been established via consensus agreement between 4 expert users of the MBI:TAC. Results The training was well received and appreciated, with some challenges experienced in applying the assessment methodology. Participants’ ratings became progressively more in line with one another and the benchmark ratings during the training. At the end, interrater reliability was high (ranging from 0.67 to 1.0). Conclusion It is possible for senior MBP trainers, coming from different regions in the world, to align toward common understandings of the elements of MBP teaching competence and program integrity. An assessor training methodology was tested, and the learning from this project has led to refinements for future delivery.

scholarly journals Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

scholarly journals Two Training-Load Paradoxes: Can We Work Harder and Smarter, Can Physical Preparation and Medical Be Teammates?

2017 ◽  
Vol 12 (s2) ◽  
pp. S2-50-S2-54 ◽  
Author(s):  
Tim J. Gabbett ◽  
Rod Whiteley
Keyword(s):  
Decision Making ◽  
Injury Risk ◽  
Early Stage ◽  
Support Staff ◽  
Training Load ◽  
Shared Decision ◽  
The Relationship ◽  
And Training ◽  
Physical Preparation

The authors have observed that in professional sporting organizations the staff responsible for physical preparation and medical care typically practice in relative isolation and display tension as regards their attitudes toward training-load prescription (much more and much less training, respectively). Recent evidence shows that relatively high chronic training loads, when they are appropriately reached, are associated with reduced injury risk and better performance. Understanding this link between performance and training loads removes this tension but requires a better understanding of the relationship between the acute:chronic workload ratio (ACWR) and its association with performance and injury. However, there remain many questions in the area of ACWR, and we are likely at an early stage of our understanding of these parameters and their interrelationships. This opinion paper explores these themes and makes recommendations for improving performance through better synergies in support-staff approaches. Furthermore, aspects of the ACWR that remain to be clarified—the role of shared decision making, risk:benefit estimation, and clearer accountability—are discussed.

scholarly journals EXAMINING THE OPINION OF EXPERTS IN JUDO ON THE NEED FOR A TRAINING METHODOLOGY FOR CHILDREN AGED 7 TO 10

2019 ◽  
Vol 17 (Suppl.1) ◽  
pp. 731-735
Author(s):  
Anzhelina Yaneva ◽  
Valeria Lukanova
Keyword(s):  
Statistical Methods ◽  
Survey Method ◽  
Training Methodology ◽  
Different Ages ◽  
And Training

Using the survey method, a study of Judo coach opinion in Bulgaria on the need to introduce a Judo training methodology for different ages, particularly for children aged 7 to 10, was conducted. Several statistical methods have been used. The results of the study were processed in percentage by the Excel program and presented graphically. The study shows that most judo specialists are convinced that it is necessary to develop a teaching and training methodology for all ages and especially for children. Experts also give their opinion on the important aspects of the training that should be included in the training methodology.

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